Popcorn Please!

Karah Copeland
Emergent Literacy

Rationale:  To learn to read and spell words, children need the alphabetic insight that letters stand for phonemes and spellings map out phonemes in spoken words.   Before children can match letters to phonemes, they have to recognize phonemes.  This lesson will help children identify /p/.  They will learn to recognize /p/ in spoken words by learning meaningful representation and a letter symbol, and then practice finding /p/ in words.

Materials:  Poster with tongue twister ãPeter Piper picked a peck of pickled peppersä on it,  primary paper and pencils,  drawing paper and crayons, picture page with popcorn, cat, dog, pool, pencil, picnic, car on it.

Procedures:  1)Say: Writing is like a secret code or game.  Letters stand for different sounds and when you learn those sounds, you can put them together to make words.  Today weâre gonna start to learn about those letters and their sounds.  First we will talk about /p/.  The more we talk about it, the easier it will be to see and hear it in different words.

2) Say:  Do you like to order popcorn when you go to the movies?  If you listen carefully at the concession stand, you can hear the popcorn popping making a p,p,p,p sound.  Thatâs the sound you hear when you use /p/!  Try making that sound with me.

3)  Letâs try a tongue twister.  ãPeter Piper picked a peck of pickled peppers.ä  Letâs say it together.  Now letâs say it again and stretch out the /p/ sound at the beginning of the words.  ãPppeter Pppiper pppicked a pppeck of pppickled pppeppers.ä  Try it again, and this take break the /p/ off the beginning of the words.  ã/p/eter   /p/iper
/p/icked   a   /p/eck of   /p/ickled    /p/eppers.ä  Good work.

4)Letsâ write the letter p.  We use the letter p to mean the sound /p/.  (Take out the paper and pencil)  Start with your pencil in the middle of the room.  Draw a line through the floor and then a connecting circle that goes from the middle to the floor.  (Demonstrate this for students)  Let me see what you have done.  After I put a smiley face next to your p, make a whole row of pâs right next to it.  When you see the letter p in a word, your mouth will make the sound that popcorn makes, /p/.

5)  Say:  Iâm going to say some words now and I want you to tell me which word has the /p/ sound in it.  ãpat or fat,  man or pan,  cool or pool,  pounce or bounce,  pick or trick,  hit or pitä  If you are confused, you may ask me questions and listen carefully to the answers of the others.  Itâs okay to say ãI donât knowä if you are confused.

6) Read Hop on Pop by Dr. Seus and talk about the story.  Read it again and have the students raise their hands when they hear or see words with /p/.  Write the words on a poster board.  Children may then draw a picture about the book and write a message using invented spelling.

7) Assessment:  Give the students a page with several pictures on it.  Give them crayons and tell them to color in the pictures whose names have /p/.

Reference:  Murry, Bruce, ed. Reading Genie, 2001.

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